Spark 101 Lesson Plan
Video Presentation Title: The Science of Special Effects: Safely Exploding a Car
Unit of Instruction:
Forces and Newton’s Laws of Motion
Standard(s):
Physics TEKS
4. (D) calculate the effect of forces on objects, including the law of inertia,
the relationship between force and acceleration, and the nature of force
pairs between objects;
4. (E) develop and interpret free-body force diagrams
Subject/Course: Physics
Objective(s):
Students will develop an understanding of the forces exerted while
exploding a car as a special effects stunt.
After watching the video, students will brainstorm alternative ideas to
achieve the desired special effect.
Assessment/Demonstration of Learning:
Accurately developed free-body diagrams for the major parts of the car
during a special effects explosion.
Once developed, students will share idea prototypes with class during a
class discussion.
Resources Needed:
Interactive Journal
Internet enabled projector
Identify topics of student interest in regards to science, special effects,
and movie making.
All Spark 101 Student Engagement Resources may be accessed at:
http://www.spark101.org/portal/spark-resources/.
Optional: Spark 101 Student Engagement Resource: Think-Write-PairShare
An edited version of the Spark101 Student Resource: Force and
Explosions
Spark 101 Student Engagement Resource: Consider Your Options
Spark 101 Student Engagement Resource: Reflective Journal
Spark 101 Student Engagement Resource: Paired Verbal Fluency
Spark 101 case study video
© 2015 Spark 101
Developed by Daniel McAlister, Green B. Trimble Technical High School, Fort Worth, Texas
Page 1 of 3
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
10 minutes
Problem/Motivation
(Part I of video)
Time:
3 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
© 2015 Spark 101
Time:
15 minutes
Teacher Procedure
Play a montage video of movie explosions
 https://www.youtube.com/watch?v=IdkAgP_nDg4
Have students Think-Pair-Share ideas about what makes a good movie explosion – you
may want to use the Spark 101 Student Engagement Resource: Think-Write-Pair-Share
for this purpose.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Have students complete the Spark101 Student Resource: Force and Explosions.
Ask students to use the Spark 101 Student Engagement Resource: Consider Your Options
to create solutions to the problem presented.
Grouping:
Independent
Pairs
Time:
1:30 minutes
Time:
15 minutes
Grouping:
Small groups (3-5)
Whole group
Time:
2-5 minutes
Checks for Understanding
Check for correctly-drawn free body diagrams.
Help students by ensuring diagrams are simple enough for free body diagram analysis.
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Have the students compare their solutions to the actual solution by completing the
Spark 101 Student Engagement Resource: Reflective Journal.
Checks for Understanding
Have student share their reflective journals with a small group and then with the whole
class.
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Developed by Daniel McAlister, Green B. Trimble Technical High School, Fort Worth, Texas
Page 2 of 3
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
15 minutes
Grouping:
Independent
Whole group
Facilitate a whole-group discussion regarding maintaining a professional attitude and
maintaining focus to solve real-world problems.
Use the Spark 101 Student Engagement Resource: Paired Verbal Fluency
to have your students develop an alternative methods to achieve the desired special
effect stunt.
Checks for Understanding
Class discussion.
Summarizer/Closure
Time:
5 minutes
Assessment (if applicable)
Connect back to previous lessons on Forces and Newton’s Laws
Discuss assumptions and simplifications made to help analyze the problem.
N/A
Additional Notes (if needed)
CK12 Connections (if available) This is a free resource with videos, etc.
OpenStax Connections (if available)
http://www.ck12.org/physics/Types-of-Forces/
© 2015 Spark 101
Developed by Daniel McAlister, Green B. Trimble Technical High School, Fort Worth, Texas
Page 3 of 3